What exactly is literacy? The definition of literacy is one that is no stranger to debate, with many accusing it of being predominantly a western definition tied to the “ability to read, write, speak English, compute, and solve problems to achieve and function in a job and in society” (Williams, 2001), as cited from the American National Federal Literacy Act 1991. Even more widely encompassing definitions where “literacy is referred to as a ‘particular skill’ namely to understand and use printed information in day-to-day activities, at home, at work and in the community” (Williams, 2001), are also tied to Western notions that privileges the form of the reading and writing. In light of this, it is important to understand that all discussions surrounding literacy will be arbitrary to a certain extent and that definitions of literacy or illiteracy can vary depending on the country’s state of development.
According to UNESCO “literacy is at the heart of basic education for all, and essential for eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy,” (UNESCO, Literacy) and in developing countries, the provision of literacy becomes even more important because it provides a way for the country to move forward. Where the provision of literacy is concerned, libraries are instrumental, from the provision of reading materials to various literacy levels to classes and services to overcome barriers to literacy; libraries provide opportunities for people to acquire literacy (Krolak, 2005).
The type of services provided by libraries is often dependent on nature of the population which it serves. A non-literate, semi-literate or neo-literate population, often from a developing country, requires a specific set of services and targeted initiatives as opposed to a library in a developed country serving a mostly literate population with a few cases of illiteracy. Involvement on the part of libraries can be loosely divided into two categories, formal literacy efforts, meaning education for both adults and children and informal literacy efforts, meaning the provision of information services and materials (Knuth, 1994). In developing countries in which the population of illiterate adults is high and children end formal education early, formal literacy efforts become important; “libraries would support adult education literacy efforts and help new literates [neo-literates] to maintain and expand skills with recreational and informational reading” (Knuth, 1994). In the wiki, we will explore how three types of population, non-literate, semi-literate and neo-literate, affect the provision of library services in the geographical region of sub-Saharan Africa.
Why sub-Saharan Africa?
From data retrieved from the UNESCO Institute for Statistics, it is noted that while the global literacy rate has increased, “most of the approximately 774 million adults unable to read and write – about one-fifth of the world’s population – are concentrated in South and West Asia, sub-Saharan Africa, and East Asia and the Pacific” (UNESCO, 2008). Specific to Africa, statistics from an earlier article state that literacy rates range “from 13% in Niger to 85% in Zimbabwe [and] in Africa as a whole, about 10.3% of the population aged 15 years or over is illiterate,” (Lor, 2000) with the illiteracy rate being higher for women than men. The bulk of people who are illiterate live in sub-Saharan Africa and due to a multiplicity of problems from funding to infrastructure, libraries in the region have a difficult task of combating illiteracy. In light of this, literacy initiatives need to be creative and cost efficient in order to be successful, providing a wide scope for exploration
This topic on libraries and literacy in sub-Saharan Africa is divided into three subsections, the first is on non-literate populations, who predominantly live in rural areas, and covers some of the challenges and the “Speaking Books” initiative. The second is on semi-literate populations, which focuses on initiatives that build upon current literacy levels to prevent the slip backwards to illiteracy. The last section is on neo-literate populations, which focuses on how initiatives that target non-literate and semi-literate populations are made relevant to neo-literates. Many of the initiatives highlighted are overlapping and often have provisions for the various groups. Distinctions are fluid due to the somewhat arbitrary constructions around the three groupings as individuals that fall in either groups may slip into another easily depending on the circumstances.
Knuth, R. (1994). Libraries, literacy and development: Combined libraries as an option for developing countries: A brief communication. International Information & Library Review, 26, 77-89. Retrieved August 18, 2011, from ScienceDirect Journals.
Lor, P. (2000). Libraries in the African renaissance: African experience and the prospects for survival in the information age. International Information & Library Review, 32, 213-236. Retrieved August 18, 2011, from ScienceDirect Journals.
Nassimbeni, M. & Tandwa, N. (2008). Adult education in two public libraries in Cape Town A case study. South African Journal of Library and Information Science, 74(1), 83-92. Retrieved August 18, 2011, from EBSCOhost.
Thomas, L. C. (1993). World literacy and the role of libraries. IFLA Journal. 19(2), 162-169. Retrieved August 18, 2011, from SAGE Journals Online.
UNESCO Institute for Statistics. (2008). International literacy statistics: A review of concepts methodology and current data. Retrieved August 20 2011 from UNESCO Institute for Statistics, document library website: http://www.uis.unesco.org/Library/Pages/default.aspx
Williams, H. (2001). The literate "illiterates" of the northern Cape Province of South Africa--an empirical account. International Information & Library Review, 33, 261-274. Retrieved August 18, 2011, from from ScienceDirect Journals.
“Literacy is a human right, a tool of personal empowerment and a means for social and human development."
- UNESCO, on Literacy
Photo credit: Book Aid International, retrieved August 20, 2011, from http://www.flickr.com/photos/45024905@N07/4624063454/ and used under the Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic License
Literacy and Libraries
What exactly is literacy? The definition of literacy is one that is no stranger to debate, with many accusing it of being predominantly a western definition tied to the “ability to read, write, speak English, compute, and solve problems to achieve and function in a job and in society” (Williams, 2001), as cited from the American National Federal Literacy Act 1991. Even more widely encompassing definitions where “literacy is referred to as a ‘particular skill’ namely to understand and use printed information in day-to-day activities, at home, at work and in the community” (Williams, 2001), are also tied to Western notions that privileges the form of the reading and writing. In light of this, it is important to understand that all discussions surrounding literacy will be arbitrary to a certain extent and that definitions of literacy or illiteracy can vary depending on the country’s state of development.
According to UNESCO “literacy is at the heart of basic education for all, and essential for eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy,” (UNESCO, Literacy) and in developing countries, the provision of literacy becomes even more important because it provides a way for the country to move forward. Where the provision of literacy is concerned, libraries are instrumental, from the provision of reading materials to various literacy levels to classes and services to overcome barriers to literacy; libraries provide opportunities for people to acquire literacy (Krolak, 2005).
The type of services provided by libraries is often dependent on nature of the population which it serves. A non-literate, semi-literate or neo-literate population, often from a developing country, requires a specific set of services and targeted initiatives as opposed to a library in a developed country serving a mostly literate population with a few cases of illiteracy. Involvement on the part of libraries can be loosely divided into two categories, formal literacy efforts, meaning education for both adults and children and informal literacy efforts, meaning the provision of information services and materials (Knuth, 1994). In developing countries in which the population of illiterate adults is high and children end formal education early, formal literacy efforts become important; “libraries would support adult education literacy efforts and help new literates [neo-literates] to maintain and expand skills with recreational and informational reading” (Knuth, 1994). In the wiki, we will explore how three types of population, non-literate, semi-literate and neo-literate, affect the provision of library services in the geographical region of sub-Saharan Africa.
Why sub-Saharan Africa?
This topic on libraries and literacy in sub-Saharan Africa is divided into three subsections, the first is on non-literate populations, who predominantly live in rural areas, and covers some of the challenges and the “Speaking Books” initiative. The second is on semi-literate populations, which focuses on initiatives that build upon current literacy levels to prevent the slip backwards to illiteracy. The last section is on neo-literate populations, which focuses on how initiatives that target non-literate and semi-literate populations are made relevant to neo-literates. Many of the initiatives highlighted are overlapping and often have provisions for the various groups. Distinctions are fluid due to the somewhat arbitrary constructions around the three groupings as individuals that fall in either groups may slip into another easily depending on the circumstances.
Photo credit: Book Aid International, retrieved August 20, 2011, from http://www.flickr.com/photos/45024905@N07/5553015312/ and used under the Creative Commons Attribution-NonCommercial-NoDerivs 2.0 Generic License
Next section: Library Services for Non-literates
References
Knuth, R. (1994). Libraries, literacy and development: Combined libraries as an option for developing countries: A brief communication. International Information & Library Review, 26, 77-89. Retrieved August 18, 2011, from ScienceDirect Journals.
Krolak, L. (2005). The role of libraries in the creation of literate environments. Paper commissioned for the EFA Global Monitoring Report 2006, Literacy for Life. Retrieved 18 August, 2011, from http://www.ifla.org/files/literacy-and-reading/Role%20of%20libraries%20in%20creation%20of%20literate%20environments.pdf.
Lor, P. (2000). Libraries in the African renaissance: African experience and the prospects for survival in the information age. International Information & Library Review, 32, 213-236. Retrieved August 18, 2011, from ScienceDirect Journals.
Nassimbeni, M. & Tandwa, N. (2008). Adult education in two public libraries in Cape Town A case study. South African Journal of Library and Information Science, 74(1), 83-92. Retrieved August 18, 2011, from EBSCOhost.
Thomas, L. C. (1993). World literacy and the role of libraries. IFLA Journal. 19(2), 162-169. Retrieved August 18, 2011, from SAGE Journals Online.
UNESCO. (2011). Literacy. Retrieved August 12, 2011, from http://www.unesco.org/new/en/education/themes/education-building-blocks/literacy/
UNESCO Institute for Statistics. (2008). International literacy statistics: A review of concepts methodology and current data. Retrieved August 20 2011 from UNESCO Institute for Statistics, document library website: http://www.uis.unesco.org/Library/Pages/default.aspx
Williams, H. (2001). The literate "illiterates" of the northern Cape Province of South Africa--an empirical account. International Information & Library Review, 33, 261-274. Retrieved August 18, 2011, from from ScienceDirect Journals.